Results 201 to 210 of about 4,116 (236)

Future selves, enjoyment and anxiety as predictors of L2 writing achievement

Journal of Second Language Writing, 2021
Abstract To further understand the role of individual differences in second language (L2) writing, this study investigated how motivation and emotions influence L2 writing achievement. More specifically, it examined how students’ L2 writing future selves (i.e., ideal L2 writing self representing their aspirations, and ought L2 writing self ...
Somayeh Tahmouresi, Mostafa Papi
exaly   +2 more sources

Examining the predictive power of L2 writing anxiety on L2 writing performance in simple and complex tasks under task-readiness conditions [PDF]

Assessing Writing
Task-based research has often overlooked individual differences (IDs) and task-readiness factors in developing instructional materials and curricula. This study addresses these gaps by examining how L2 writing anxiety influences the Complexity, Accuracy, Lexis, and Fluency (CALF) of writing performance across tasks with varying cognitive demands under ...
Abdi Tabari, Mahmoud, Farahanynia, Mahsa, BOTES, Elouise   +2 more
openaire   +3 more sources

An investigation of differences and changes in L2 writing anxiety between blended and conventional english language learning context [PDF]

, 2017
This study investigated the influence of blended vs. conventional writing environments and L2 proficiency on cognitive, somatic, and behavioral components of L2 English writing anxiety. Second language anxiety was measured using Cheng’s (2004) Second Language Writing Anxiety Inventory (L2WAI) which measures cognitive, somatic, and behavioral components
Bailey, D, Crosthwaite, PR, Vorst, T, Lee, A   +3 more
openaire   +3 more sources

L2 Writing Anxiety of Japanese High School Learners

JALT Postconference Publication, 2023
With the increased emphasis on writing in the new course of study (MEXT, 2018), there is a need for classroom-based research in secondary schools, especially that which takes into account learners’ perspectives at different stages of the writing process.
openaire   +1 more source

Modelling the Role of L2 Writing Anxiety in Graph-based Composing Performance and Strategy Use

Journal of Psycholinguistic Research, 2022
Research on integrated writing tasks is increasing, while there is a paucity of empirical findings on graph-based writing, as one type of these tasks. The present study purports to examine the contribution of L2 writing anxiety to university students' graph writing performance and the strategies they employ for these tasks.
Hamideh Abolhasani, Seyyed Ehsan Golparvar, Mohammad Ali Robatjazi   +2 more
openaire   +2 more sources

The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production

System
Previous studies on task repetition (TR) shed light on its role in enhancing L2 task performance. However, the role of TR in L2 writing remains unexplored, and past research has mainly focused on cognitive aspects, neglecting affective individual differences (IDs), such as anxiety and self-efficacy.
Mahmoud Abdi Tabari, Seyyed Ehsan Golparvar, Sima Khezrlou   +2 more
openaire   +2 more sources

An Investigation of EFL College Students’ L2 Academic Writing Anxiety

The British and American Language and Literature Association of Korea
In order to explore L2 writers’ psychological aspects, this project investigated the academic writing anxiety experienced by Korean college students majoring in English. Accordingly, the present study made use of both quantitative and qualitative data. Cheng’s (2004) Second Language Writing Anxiety Inventory (SLWAI) was administered to 150 participants
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The effects of planning type, working memory, and anxiety on L2 writing performance

Abstract This study explores (1) the effect of planning type on second language learners’ writing performance and (2) the role of working memory and anxiety in different types of planning. 48 Korean high school English as a foreign language learners participated in the study. Each learner composed a written narrative under one
Hyejin An, Shaofeng Li
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Exploring the Differential Impacts of MT and GenAI on Multidimensional L2 Writing Anxiety

International Journal of Applied Linguistics
ABSTRACT This study investigated how machine translation (MT) and generative AI (GenAI) differentially influence multiple dimensions of L2 writing anxiety among 146 young Japanese EFL learners. Using pre–post data from the second language writing anxiety inventory (SLWAIr), the analyses showed that both MT and GenAI reduced somatic ...
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Joint Growth Trajectories of Ideal L2 Writing Self Enjoyment and Anxiety as Predictors of L2 Writing Achievement: Linear vs. Curvilinear Growth Curve Modeling

This work was supported by the National Science Center, Poland; project title: "Pozytywne i negatywne emocje, zaangażowanie, motywacja a poziom opanowania języka angielskiego przez uczniów polskiej szkoły średniej", number 2022/45/B/HS2/00187 (2023–2025).
Kruk, Mariusz, Pawlak, Mirosław, Elahi Shirvan, Majid, Taherian, Tahereh   +3 more
openaire   +1 more source